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xi | |
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xii | |
| Foreword |
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xiii | |
| Preface |
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xv | |
| PART I Introduction |
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1 | (36) |
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The history of English, language and literacy |
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2 | (22) |
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3 | (2) |
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5 | (6) |
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11 | (13) |
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24 | (13) |
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Theories of language acquisition |
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25 | (1) |
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Social interactionist theories |
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26 | (2) |
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28 | (2) |
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30 | (1) |
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30 | (1) |
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31 | (1) |
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Philosophy and the National Literacy Strategy |
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32 | (5) |
| PART II Reading |
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37 | (76) |
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The development of reading |
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38 | (20) |
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Children's reading development |
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39 | (5) |
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44 | (14) |
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58 | (8) |
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58 | (4) |
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62 | (1) |
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63 | (3) |
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66 | (6) |
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68 | (1) |
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69 | (3) |
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Listening to children read |
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72 | (6) |
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Working with individual children: Paired and shared reading |
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72 | (3) |
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75 | (3) |
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78 | (7) |
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The irregularities of English |
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79 | (1) |
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80 | (5) |
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85 | (6) |
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86 | (1) |
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87 | (1) |
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88 | (3) |
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91 | (6) |
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Directed activities related to texts (DARTs) |
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92 | (2) |
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94 | (3) |
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97 | (7) |
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97 | (2) |
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99 | (1) |
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Evaluations of reading recovery |
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100 | (4) |
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104 | (9) |
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104 | (1) |
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105 | (2) |
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107 | (6) |
| PART III Writing |
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113 | (72) |
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The development of writing |
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114 | (17) |
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Paul Bissex's writing development |
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115 | (3) |
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118 | (13) |
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131 | (11) |
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133 | (1) |
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133 | (2) |
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135 | (3) |
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138 | (4) |
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Genre and the process of writing |
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142 | (7) |
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142 | (2) |
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144 | (5) |
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149 | (7) |
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150 | (1) |
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Spelling strategies and the National Literacy Strategy |
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151 | (1) |
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152 | (4) |
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156 | (6) |
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Basic handwriting concepts |
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156 | (2) |
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Handwriting, spelling and cursive writing |
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158 | (1) |
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159 | (3) |
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162 | (7) |
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Children learning to punctuate |
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165 | (1) |
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166 | (3) |
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169 | (7) |
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Grammar or knowledge about language (KAL)? |
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171 | (1) |
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Grammar and the Framework for Teaching |
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172 | (4) |
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176 | (9) |
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177 | (2) |
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179 | (6) |
| PART IV Speaking and listening |
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185 | (40) |
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186 | (11) |
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Stages of language acquistion |
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187 | (2) |
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Pre-school language interaction |
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189 | (2) |
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Speaking and listening in the 1988/1995 National Curriculum |
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191 | (1) |
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Speaking and listening in the Framework for Teaching |
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192 | (1) |
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Working beyond the NLS Framework |
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193 | (4) |
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Accent, dialect and Standard English |
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197 | (5) |
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198 | (1) |
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199 | (3) |
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202 | (7) |
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Examples of children talking |
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203 | (3) |
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206 | (3) |
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209 | (4) |
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210 | (1) |
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Features of play in the curriculum |
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210 | (3) |
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213 | (5) |
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213 | (1) |
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214 | (1) |
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215 | (3) |
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218 | (7) |
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Principles of talk assessment |
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219 | (1) |
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220 | (5) |
| PART V General issues |
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225 | (46) |
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226 | (13) |
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227 | (12) |
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239 | (7) |
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Learning at home and at school |
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239 | (2) |
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241 | (2) |
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Working with parents in the classroom |
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243 | (3) |
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Information and communications technology |
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246 | (6) |
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247 | (1) |
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248 | (1) |
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249 | (3) |
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Supporting black and multilingual children |
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252 | (6) |
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252 | (2) |
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The promotion of standard English |
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254 | (1) |
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254 | (4) |
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258 | (6) |
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258 | (1) |
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259 | (1) |
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Extending the study of poetry |
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260 | (4) |
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264 | (7) |
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Newspapers in the classroom |
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264 | (2) |
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266 | (1) |
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267 | (4) |
| Appendix - Links with Circular 4/98 Annex C |
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271 | (3) |
| Index |
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274 | |
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